Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry · 2026
Obsessive-Compulsive Training Experiences in United States (US) Medical School Education Programs.
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Valenzuela-Flores Carlos, Maduka Leanne, Shepherd Dale, Alam Megan C, Avery Juliana E, Moore Hannah C, DePamphilis Gian, Dailey Megan M, Pinciotti Caitlin M, Wiese Andrew D, Goodman Wayne K, Storch Eric A
Аннотация
OBJECTIVE: To evaluate the content and structure of OCD-specific training within United States osteopathic (D.O.) and allopathic (M.D.) medical schools. Although many physicians encounter patients with obsessive-compulsive disorder (OCD) in clinical practice, limited familiarity with the full range of OCD presentations, including typical and atypical forms, may contribute to misdiagnosis and delays in accurate diagnosis and treatment.
METHODS: Respondents from 35 of the 154 (22.73%) medical schools within the United States (28 (80%) allopathic, 7 (20%) osteopathic schools) completed a survey assessing demographics, school information, and OCD-focused training within medical school curriculums. Descriptives were gathered to characterize the level of training experience and type of training, and information provided throughout pre-clinical and clinical training.
RESULTS: Length of OCD-specific training varied among schools, with an average of 1.79 h total (standard deviation = 1.18 h). Few schools had faculty members or elective coursework and rotations specific to OCD training and education. Content covered was variable; for example, contamination was the most frequently taught (91.4%) while responsibility for harm was the least frequently taught (48.6%). The concept of ego-dystonia in OCD was taught in most medical schools (75.8%).
CONCLUSION: While many medical schools contain basic education and training on OCD, there are significant gaps in training that may contribute to delays in diagnosis or even cases of misdiagnosis. Addressing these gaps in training could improve the diagnosis and treatment of OCD within clinical practice.
METHODS: Respondents from 35 of the 154 (22.73%) medical schools within the United States (28 (80%) allopathic, 7 (20%) osteopathic schools) completed a survey assessing demographics, school information, and OCD-focused training within medical school curriculums. Descriptives were gathered to characterize the level of training experience and type of training, and information provided throughout pre-clinical and clinical training.
RESULTS: Length of OCD-specific training varied among schools, with an average of 1.79 h total (standard deviation = 1.18 h). Few schools had faculty members or elective coursework and rotations specific to OCD training and education. Content covered was variable; for example, contamination was the most frequently taught (91.4%) while responsibility for harm was the least frequently taught (48.6%). The concept of ego-dystonia in OCD was taught in most medical schools (75.8%).
CONCLUSION: While many medical schools contain basic education and training on OCD, there are significant gaps in training that may contribute to delays in diagnosis or even cases of misdiagnosis. Addressing these gaps in training could improve the diagnosis and treatment of OCD within clinical practice.